McNeil High School (MHS) of Austin, Texas, Round Rock Independent School District (RRISD), is located at the crossroads. It sits on the Travis and Williamson County lines, in the midst of a working cattle ranch, where caves open into the school courtyard. Within a short distance, major highways carry thousands of commuters to jobs in area high tech companies. Nearby, rapidly developing subdivisions dramatically increase student enrollment each year.

The school opened in the fall of 1992 with grades nine through eleven. The twelfth grade was added the following year. From the beginning, the vision statement, "Vision into Reality," has guided the belief of students and staff that it is possible to accomplish great goals. MHS students have blazed new trails with each scholastic and organizational endeavor since 1992. The students chose the Maverick as their mascot because MHS is willing to try new ways of doing things. In its first year, the Texas Education Agency recognized MHS as a Texas Mentor School, an amazing achievement for a brand new campus. Over the past seven years, MHS has served as a model to numerous high schools seeking to implement innovative programs. Mentor school funds have assisted in keeping MHS abreast of the latest initiatives in education around the nation by providing funding focused on staff development and for faculty members to attend state and national conferences.

From the beginning, the school has focused on serving students, incorporating the RRISD motto, "Where Children Come First." The district "Blueprint for Excellence" and the motto, "All Children Will Learn...Whatever It Takes!" continues this student focus. The mission of the school is to develop quality individuals who function with independent, positive vitality in society. Students actively participate in campus-wide committee decisions about developing new policies, hiring the principal, and developing programs. Student groups mentor younger students within our vertical team (K-12), initiate liaisons with community organizations for service projects, and promote global awareness. At graduation ceremonies the graduates conduct the program and offer challenges to their peers through their commencement speeches. The MHS web site was created and is maintained by student volunteers.

McNeil High School, its students, and staff have received awards and established new programs. The Greater Austin Quality Council recognized MHS achievements and quality organization with its Commitment Award, October 14, 1998. MHS was among the first schools in the area to include dance within its fine arts course offerings. In its second year the school was the first in the area to pilot a modified block schedule, which has evolved into an alternating block schedule with eight classes. Before school begins, members of the student council and parent volunteers host "Colt Camp" for freshmen to facilitate their transition to high school. A one semester Excel class unique to MHS continues this process. In its fourth year, the Student Council successfully met the challenge of hosting the statewide student council convention. Student athletes, scholars, cadets, and artists have brought home many trophies from their various competitions. Each year students advance to state and national academic competitions. Students participate in professional associations and have served as officers of state and national student organizations.

Student assistance groups and their sponsors have won numerous state awards for service to the community. The Peer Assistance Leadership (PAL) group, Bridges into Tomorrow’s Solutions (BITS), actively works with 250 elementary and middle school students and helps train other PAL groups in the state and nation through a teaching video. Student mediators were trained and a mediation program was established to respond quickly to diffuse potential problems on campus. Mediation lowered the numbers of school fights/violence approximately eighty-five percent. It became so successful that student mediators took the mediation program into twenty-eight of the thirty schools in RRISD. Additional student groups provide peer outreach and support on campus. Two MHS sophomores serve on national panels: one to decide how to use the millions of dollars from the tobacco settlement, and the other on Mothers Against Driving Drunk national anti-drinking and driving campaign. A student member of BITS was recognized as one of five "Kids Who Care" in the Austin area for his service to Special Olympics.

The campus is part of the larger community of RRISD. Its central location makes it the perfect meeting place for groups within the district and community. In the fall of 1997, the completion of the construction project doubled the size of the physical plant. Included in the expansion was wiring to interconnect every classroom with the district server to provide direct connection to the Internet. The computer-assisted drafting lab is state of the art and has been an integral part of developing the engineering Accelerated Certificate for Excellence (ACE). A partnership with Dell Computer Corporation has established a technology-training site on the campus. The MHS library has been at the forefront of implementing technology in the district. MHS was the first school to computerize issuing and tracking student textbooks, reducing paperwork and relieving the burden from teachers. Last fall the Texas Commission on Alcohol and Drug Abuse certified MHS as a Clinical Training Institution, the first and one of only two public schools in Texas to have such a designation. MHS is the only campus in the district to offer Emergency Medical Technician training through its health science curriculum. This program exists today because of the initiatives of a MHS faculty member and her students.

MHS has proven itself adept at providing a diversified curriculum so all students may achieve to their maximum potential. Within the community MHS has become known as a school that welcomes students of all abilities and backgrounds and provides resources and experiences to facilitate transition of graduates to higher education or to jobs within the community. Diversity within the school includes a life skills unit for students with severe and profound disabilities. The involvement of student volunteers with students in the life skills program has been an enriching experience for both groups. Recently the school’s reputation for successful inclusion and acceptance of diversity led to being selected as the Cluster Site for Region XIII Regional Day School Program for the Deaf beginning in August 1999.

A wide variety of programs serve the needs of students from special education through Advanced Placement (AP) and dual enrollment/credit at Austin Community College or technical schools. Since 1995, approximately 563 graduates have earned AP scores qualifying them for college credits. MHS is rated a "Recognized" campus by the Texas Education Agency, due to the continuous improvement it has demonstrated in its annual Texas Assessment of Academic Skills scores, attendance, and SAT/ACT scores. Eighty-six percent of our 1999 graduates exceeded the school and district requirements for graduation which are more challenging than state graduation requirements. More than 72% of 1999 graduates are now enrolled in higher education. More students complete the SAT and ACT with higher scores every year. Students have the opportunity to pursue potential career interests and graduate with an ACE on their diploma in one or several fields of study. Members of the graduating class of 1999 were the first to receive fifty-six ACE certificates in five areas: Arts, Communication and Media Technology, Health Services, Human Development, Management & Services, Personal & Protective Services, and Engineering and Technology. MHS graduating classes have earned over five million dollars in scholarships. Over the past three years MHS has had eight students enrolled in the Texas Academy of Math and Science at the University of North Texas, completing their last two years of high school and first two years of college concurrently. Three MHS graduates have been appointed to United States military academies.

McNeil High School faculty, staff, and community have made their dream of a school centered on collaboration and caring a reality. The strength and talent of this group of professionals and volunteers cannot be overstated. As the student population doubled in size, MHS programs and staff underwent many changes, but collaboration and caring have remained strong. Teachers in each department meet weekly for planning and communication. Numerous state and local awards have recognized staff members’ contributions to the lives of students. Faculty members in every department are involved in professional development activities as presenters and consultants at local, state, and national conferences. Commitment to professionalism is also demonstrated by the number of faculty that serve actively as leaders and officers in local and state professional organizations.

The MHS community is a welcome source of support for the school. Partners-in-Education, mentors, guest speakers, and local businesses enrich the educational experiences of students with their involvement in and support of school programs. PTSA members, site-based committees, and booster clubs volunteer thousands of hours to improve the programs and effectiveness of McNeil High School. Much of our strength and direction has been due to their creativity, dedication, and tenacity.

 McNEIL HIGH SCHOOL MISSION STATEMENT:

The mission of McNeil High School is to provide a flexible environment which transcends the traditional high school in order to develop quality individuals who:

• strive for excellence,
• are open-minded and resourceful,
• are creative, responsible, and cooperative,
• are problem solvers, decision makers, and adept negotiators,
• pursue lifelong academic, cultural, and physical learning,
• have a sense of community and global awareness,
• are technologically literate, and
• can govern themselves.

This mission statement ties in well with the district’s vision and mission statements revised in August 1999, to coincide with the new strategic plan, Blueprint for Excellence.

The Round Rock Independent School District will be a place of nurturing, compassion, truth, happiness, respect, order, creativity, research, and self-actualization. All students and teachers will be inspired to become partners in the quest for knowledge. All students will be provided with guidance and encouragement to become responsibly independent and effectively interdependent. In Round Rock ISD, all adults will accept the challenge that all students will learn…whatever it takes! The students will, in turn, understand their responsibility to family and to community. Round Rock ISD will be known far and wide as the best school in the nation.

Round Rock Independent School District will prepare all children to be successful citizens and workers in the twenty-first century by educating them to read with comprehension, write clearly, compute accurately, think, reason, and use information to solve problems. The district will engage a quality staff, involved parents, and a supportive community to share responsibility for student achievement and learning, recognizing that a quality public school system is an investment in the continued growth and prosperity of the community.

In particular the mission statements of the school and of the district emphasize the same goals. All children will be given the opportunity and be encouraged to strive for excellence and learn to be life-long problem solvers. Our common goal is for each student to be successful, productive and responsible at school, at home and in the community.

 Part V. Learning-centered Schools Criteria

McNeil High School is committed to helping each of its students achieve his or her individual "Vision into Reality." The classes and organizations at MHS reflect the diversity of the student body (B1). Although our ethic population is small, it is drawn from cultures all around the world and enriches our community of learning (European, Hispanic, African, Asian, Native American and Middle Eastern). Many parents of MHS students are employed by area technology companies, state or federal government, the University of Texas, or service businesses. The majority of the student body is computer-literate, college or career bound, and sophisticated. The community is actively involved in the school through the Parent Teacher Student Association (PTSA) and the Site Based Committee (SBC) (G2). All stakeholders are involved in identifying needs and formulating action plans for the annual Campus Improvement Plan (CIP). The SBC reviews progress and recommends adjustments as needed. Annual assessments through ARD and 504 review are made to address the needs of students receiving special services. The goals identified in the CIP guide planning for staff development. Student progress toward meeting goals identified in the mission statement and CIP is measured using standardized, formal testing methods, informal testing procedures, performance measurement processes, and alternative assessment products.

The MHS staff uses e-mail and voice mail in every classroom to increase communication within the school and with parents. A variety of academic support services are available to students: tutoring by teachers or by peer volunteers from Mu Alpha Theta or National Honor Society, Texas Assessment of Academic Success (TAAS) reviews, SAT preparation programs, access to the library an hour before and after school and during lunch periods, and three counseling centers to provide help with emotional, academic, or career/college concerns. The curriculum is structured to meet the needs of diverse learners (C3). The alternating block schedule allows students to earn 32 credits, eight more than required by the state. Students can individualize their graduation plans to meet their interests and goals. An open enrollment policy allows students to take electives in Career/Technology, Fine Arts, or take additional electives in core subjects. The flexibility this schedule provides also enables students to improve skills in areas of weakness, to work in Co-op programs, or to graduate through the Vocational Adjustment Class (A3). Various courses extend the learning environment to integrate reality-based projects and field experiences into the curriculum.

Believing that mental, emotional, and physical health is essential to success in academics and in life, MHS provides a safe, comfortable, and supportive environment. The Student Support Services office is located in the central hallway of the school, and its doors are always open. A strong referral system from students, teachers, and administrators operates to assist students in receiving help when needed or wanted. Providing support groups (anger management, food issues, substance abuse, etc.) and crisis counseling, the office is also home to several student organizations. These include (1) Bridges Into Tomorrow’s Solutions, BITS, the MHS peer assistance leadership program mentoring students in the MHS vertical team, K-8, (2) Helping Others in a Positive Environment, HOPE, a drug/alcohol prevention education organization, (3) Students of Today Assisting Remarkable Students, STARS, a peer assistance group pairing students in regular education with students in the life skills program, (4) McNeil Mediators, student volunteers trained to provide mediation for students involved in or suspended for fighting, (5) Student Orientation Services, SOS, orientation advisors pair with new students to introduce them to peers, clubs, and activities, and (6) Signing STARS, students familiar with sign language pair with students in the deaf education program to participate in on- or off-campus activities. Mediation reduced the incidence of violence on campus eighty-seven percent its first year. Involvement in these student support groups positively impacts the lives of participants and reaps the benefits of personal growth and maturity for those assisting. The support services groups mentioned above have been so successful within our community that the members and sponsors have been recognized by The State Of Texas House of Representatives, Round Rock Independent School District (RRISD) Partners in Education, and others for their contributions. A sophomore student leader of HOPE is participating on a nation-wide panel in Washington, D. C., influencing the allocation of money from the tobacco settlement. MHS is one of only two high school in Texas authorized to train drug and alcohol counselors. Another sophomore student serves at the national level with Mothers Against Driving Drunk anti-drinking and driving campaign.

Additional support assisting students to stay in school and to be successful is provided. Saturday School allows students to regain credit lost to excessive absences by making up hours. The Alternative Learning Center (ALC II) allows a special education student to work at his or her own pace outside of the traditional classroom setting when needed to regain focus. Support staff includes a full-time, on-site nurse, deputy sheriff, and a team of American Sign Language (ASL) interpreters to help deaf students participate in mainstream classes. Last year, teachers initiated the Angels project, donating money to help at-risk students overcome problems. Teachers are trained to provide modifications for students with special needs. Content Mastery serves special education, at-risk, and 504 referrals. Homebound services are provided to students who cannot attend school for periods of more than four weeks. Students who are pregnant may choose to attend special programs offered at an alternative campus or remain at MHS. Counselors and the school nurse offer counseling and provide referral services when needed (G3). Two alternative schools serve students with special circumstances and reduce the number of dropouts. The Round Rock Opportunity Center (RROC) provides an alternative education program off-site for students removed from campus for disciplinary reasons, and Growth Opportunity Attitude Learning Success (GOALS) provides educational services for students who are severely emotionally disturbed. A third district-wide program (SUCCESS) assists students in danger of dropping out by allowing them to complete their final credits through independent study programs.

McNeil programs are developed to nurture student growth through high school to become self-reliant adults and contributing members of society. Freshmen and their parents are welcomed to the school with "Colt Camp." Student council volunteers provide orientation and tours to familiarize the new ninth graders with MHS. The counseling staff and PTSA volunteers assist parents with questions about high school. This transition to high school is followed with a one-semester Excel class required of 9^th grade students. It incorporates character education elements into its program and exposes students to problem-solving, character-building, self-esteem issues, drug and alcohol prevention and career exploration (C1). Annual reviews and revisions of the curriculum ensure that it continues to be successful and relevant. Transfer students are individually welcomed to MHS by members of SOS (A2). The Student Council provides a monthly Welcome Wagon luncheon where, in addition to a free lunch, new students meet representatives from student organizations and clubs.

As students progress through the curriculum, they are provided more choices and flexibility to design a graduation program meaningful to their interests and goals. Special attention is given to meet the needs of all students through assessment and referral to available programs. Academic counselors and teachers use previous TAAS scores, other standardized tests, and class grades to guide a student’s choices to on-level courses. Counselors provide monthly newsletters, visits to classes, and individual counseling to inform students and parents of important dates for testing, informational seminars, and financial aid. To prepare students for transitioning to adult roles, College Night and career seminars are offered to students. The counseling staff is assigned to students using alphabetical dividing points rather than grade level. This allows counselors to know and advise the same students throughout their high school experience. Career pathways and Accelerated Certificate of Excellence (ACE) certification enable students to develop skills for higher education and employment. Many routes are available to graduation from the Vocational Adjustment Class (VAC) permitting graduation of special education students under employability guidelines to the Distinguished Achievement Program. Some students choose to graduate early by successfully accelerating their core classes. Special education services follow students after graduation until twenty-three years of age.

Co-curricular activities are an integral part of MHS because they provide practical avenues to demonstrate attainment of the goals inherent in the mission of the school. All students are provided a catalogue of clubs and organizations with the sponsors’ names. Campus hotline numbers and the web page also provide information. Daily announcements broadcast to the campus during the second period block inform students of the meeting times of clubs and awards won by students. Many organizations are directly related to curricular areas while others exist to explore special interests. Most organizations have open membership. Student council has representatives elected from every third period class, but any student is welcome to attend weekly meetings and actively participate. Often the non-elected volunteers contribute time and energy to assure the work of the council is successful. Students with similar interests may organize a new club by securing a faculty advisor and developing bylaws. In addition to providing students with a place to belong and a chance to personally contribute to their academic community, the clubs, squads and organizations at MHS provide the opportunity to fine tune learning skills and to be challenged beyond the classroom setting. Involvement in organizations can provide more in-depth study of academic topics, opportunities to travel, to enter competitions, to learn time management, or to hone social skills. Many organizations are active at the district, state, and national level bringing home individual and group trophies from all levels of competition. Currently several students are serving as officers in state and national organizations. Diversity is evident in student leadership; in the last three years, the student council presidents have been an Indian female, an African-American female, and an Anglo male. Student organizations sponsor numerous activities for the entire student body to enjoy. A short list of Student Council activities include: sponsoring Homecoming week with a carnival, dance and spirit days; leading safety awareness campaigns about drugs, alcohol, driving, and seatbelts; recognizing students of the month; spotlighting school and national pride; and promoting campus beautification and tolerance campaigns. In December, the President’s Club unites all clubs to provide gifts and special activities for the local Baptist Children’s Home. Foreign language clubs united to raise money for victims of natural disasters overseas. Air Force JROTC is an active presence on campus, volunteers thousands of hours in the community, and is featured at many local events. All of these MHS programs share the goal of fostering the students’ growth as productive members of society.

Surveys indicate that approximately fifty percent of MHS students of all genders participate in one or more of the following organizations. Approximately one-third are involved in athletics, and one-fourth are in the Arts.

ACADEMIC: Mu Alpha Theta, Science Club, Texas Alliance for Minorities in Engineering (TAME), Texas Association of Future Educators (TAFE), Business Professional of America (BPA), Spanish, French, and German Clubs and Honor Societies, Junior Classical League, National Forensic League, Texas Forensic Association, Engineering, Odyssey of the Mind, UIL Academic Squad, Model UN, DECA, Vocational Industrial Clubs of America (VICA), Health Occupations Students of America (HOSA), Future Farmers of America (FFA), Future Homemakers of America (FHA), Literary Magazine.

LEADERSHIP/SERVICE: Student Council, National Honor Society, Air Force JROTC, Environmental Club, Fellowship of Christian Athletes, Project Graduation, Project Success, President’s Club, Cheerleaders, BITS, HOPE, STARS, Signing STARS, SOS, PTSA.

THE ARTS: Marching and Concert Band, Color Guard/Flags, Orchestra, Choir, Majestics Dance Team, International Thespian Society, National Art Honor Society.

SOCIAL: Computer Club, Comedy Sportz, Chess Club.

ATHLETICS: Boys: Football and Baseball. Girls: Softball and Volleyball.

Both boys and girls: Track, Basketball, Soccer, Lacrosse, Swimming, Tennis, Golf, Special Olympics.

Due to the designation of MHS as a site for providing services for Life Skills and Texas Region XIII Regional Day School Program for the Deaf (RDSPD) (B1), special attention is given to including students with disabilities in every facet of school life. Students and staff do more than provide facility access by forging friendships and communication among all students (A2, 3). Students receiving special education services are included in mainstream classes, participate in clubs and organizations, and hold positions of student leadership. Staff members consistently refer students for testing or counseling services as soon as potential special education needs are evident. MHS meets federal and state ADA standards for access to all facilities and an on-site registered nurse administers medications and vaccinations when needed.

B1. How does the culture of your school support the learning of all its members and foster a caring community?

McNeil High School is a suburban high school with characteristics of an urban school because of our close proximity to Austin, Texas. Our student population consists of approximately 2235 students, of which 78.8% are White, 9.4% Hispanic, 7.2% African American, 2.5% Asian, and 2% American Indian or Alaska Native. Five and one half percent are Economically Disadvantaged, 10.4% receive Special Education services, 8% are Talented and Gifted, and 10% take part in the Advanced Placement program. Awareness of and acceptance of diversity is a thread woven through the curriculum, instructional methods, and application of best practices at MHS. The school’s diverse, multi-ethnic population includes an increasing number of students who have immigrated or are temporarily here from other countries. This varied mixture, while not large in number, provides the basis for a rich cultural exchange. The foreign language, English, and social studies departments lead campus-wide initiatives to heighten awareness and appreciation of diversity.

As a host site for the Life Skills program, a special needs unit for students with severe and profound disabilities, MHS provides an expanded opportunity for daily interaction of Life Skills students and the general students body. Students in the program and those who volunteer to work as STARS or physical education "buddies" develop understanding and appreciation for one another (A2, C3). MHS eagerly welcomed another special program to our campus this fall when it became the cluster site for RDSPD (A5). Changes on campus have been made to embrace those who are deaf. A signing interpreter appears on the morning video announcements. A new club, "Signing STARS," was formed and many students taking American Sign Language immediately enlisted to develop relationships with students who are hearing-impaired.

A community of learning at MHS has been established by maintaining a student focus. Several special programs and interest groups provide structure and focus as students advance through the school. For example, TAME provides opportunities for minority students to gain support in the engineering field. The MHS ACE certification program (C6), allows students to explore career pathways in seven different areas. Opportunities for mastery of content and for building skills exist across the curriculum.

B2. What opportunities do students have to build sustained and caring relationships with teachers and other adults? How does your school promote a healthy peer climate among the students?

At MHS there is fundamental belief that students come first. Teachers offer the usual before and after school tutoring, but many often go way beyond what is usual to support their students. For example, staff members may send notices to all faculty via e-mail describing special recognition students have earned, a specific tragedy a student has experienced, or a need for information for a student. Students are encouraged to use the resources of the school as a learning lab. Physics classes are often seen conducting experiments in the main mall, statistics classes may poll teachers or students or check thermometers posted in randomly selected classrooms, and psychology students may be seen wandering blindfolded through the building on "trust walks." Student groups such as Mu Alpha Theta or NHS conduct peer tutoring for students who may have difficulty passing the TAAS test. SOS partners new students on campus with students who are well connected in the school. The students form friendships at lunch and learn about various campus activities. Teachers are always present in the hallways, and their presence is affirming and reassuring to students. The library is always open to students, and there is a helpful and friendly face willing to assist students until five P.M. each day. Peer groups and mediators assist students with relationship and substance abuse issues (A4). Counselors and crisis counselors have open doors. Staff members support students through attendance at their competitions and performances. Sponsors of extracurricular activities and coaches invest hundreds of before and after school hours interacting with students to nurture their development. The formation of STARS resulted from the desire of students and staff to fully integrate Life Skills students into campus life.

B3. How are teachers hired in your school? How are teacher assignments made?

Teachers are hired through a process that focuses on departmental needs and emphasizes shared decision-making. When a vacancy is identified, the job is posted, and the search begins through the district’s participation in the Texas Region XIII candidate database to find professionals with required credentials. In addition, the principal receives resumes and in-district transfer requests and maintains a file of candidates for each department. Department chairpersons make most initial contacts with potential staff members. Interview committees may consist of the department chairperson, members of the department, and/or an assistant principal. Once a group of applicants has been interviewed, the top candidates are referred to the principal for final interviews and expanded background checks. The principal makes hiring decisions with consensus from the interview committee. Teacher assignments are made based on curriculum requirements and availability of certified faculty members. Teachers submit requests in the spring for courses they are qualified to teach and wish to teach the next school year. Whenever possible, these requests are honored to ensure that students will benefit from qualified, enthusiastic teachers in every class. Faculty members with special skills often make it possible for departments to expand course offerings or create new programs such as the EMT training available at MHS.

Responding to the changing and dynamic influences on the school as it has doubled in size, MHS has developed clear discipline policies that are more consistently enforced. The guiding principle is Discipline with Dignity. Since no discipline policy is effective without clear communication, there are several steps informing partners of the policies. Parents and students are fully apprised of district policies through a parent-student handbook issued to each student at the beginning of the school term. Both parties are required to read this manual and sign a receipt page that is returned and kept on file. Discipline policies and procedures are discussed in advisory classes with students, and administrators clarify points through campus meetings.

Teachers are the primary agents in dealing with behavioral problems through effective classroom management. Should problems occur, teachers assign detention and contact parents. Problems that are not resolved with these interventions or that are serious enough to require formal attention according to guidelines established in the handbook are referred to assistant principals. Minor problems are handled by assignment to Saturday School or to In-School Suspension (ISS). Teachers send assignments to students in ISS, and student work is monitored by certified teachers. For repeated or serious offenses, a student may be assigned to the district alternative school (RROC, A2) for a period of six weeks to one semester. The proactive steps in discipline policy revisions have resulted in reduced incidences of school violence (fights) and referrals to ISS are down. Students suspended for fights are required to attend mediation when they return to school. Incident reports were available for only the last two years.

McNeil students are expected to be present and punctual. Each semester, absences and tardies are considered as part of the criteria for exam exemption and for course credit. An automated calling system notifies parents of student absences, and letters are mailed when the student is in danger of losing credit due to excessive absences. If a student loses credit due to absences, the parent and student are notified that to regain credit, hours must be made up by attending Saturday School. When an attendance problem is identified, the Community Liaison will contact families to prevent further truancy problems or to refer cases to the Williamson County court system. MHS emphasis on prevention, cooperation, and intervention has resulted in success stories of students returning to school with near perfect attendance.

The incident at Columbine High School last spring alerted staff to the need for tighter security and clearer hallways. Limiting access to most entrances except the main entrance after classes begin has increased security. A new tardy policy and use of restricted hall passes has reduced the number of students in the hall, which makes monitoring easier. All staff members contribute to the safety of the school by sharing security enhancement duty assignments at the beginning of the day and by monitoring hallways during passing periods. This visibility has the added benefit of greatly increasing opportunity for informal greetings and exchanges between teachers and students. These efforts have created a stronger sense of security on campus. Emergency procedures for natural or unexpected disasters are established and practiced.

A Williamson County Sheriff’s deputy is a full-time liaison to the staff. He provides information regarding the law and its implications to students and staff, counsels students in danger of entering the court system, assists administrators when laws are violated, and works with the campus security officer to monitor the building and grounds. To enforce a no tolerance zone for drugs on campus, drug dogs are brought on campus when deemed necessary. Students in HOPE provide substance abuse prevention training to Excel classes and middle and elementary feeder schools. Student Council sponsors awareness through "Red Ribbon Week" where students and staff wear "I’m Drug Free" ribbons and "Prom Promise," an agreement signed by students and parents to remain drug-and-alcohol-free on prom night. Additionally, counselors provide support groups for substance abuse recovery. These diligent efforts in drug and alcohol prevention earned MHS the distinction of being the first, and one of only two Texas public schools, to be a clinical training institute for Licensed Chemical Dependency Counselors.

Basic skills in reading, writing, mathematics, research, and communication are developed throughout the curriculum and are fundamental to success. Correct English usage and grammar is expected of all students in all courses when submitting written work and in oral presentations. Math teachers assess skill levels at the beginning of each school year to enable them to provide remediation when necessary and to plan meaningful instruction. Based on TAAS and Gates McGinitie reading test results, entering freshmen with low reading proficiency are placed in reading improvement courses. MHS TAAS scores are high and continue to improve each year, but in order to offer more assistance to those who skills require further development, a new initiative was instituted. TAAS testing dates in March 1999 were set aside as late start days for upperclassmen who had passed all sections of the TAAS. This allowed all staff members to be involved in testing, keep groups small, and offer practice tests to freshmen. The staff was also able to diagnose strengths and weaknesses of ninth graders so that intervention strategies could begin this school year.

Learning within each academic discipline involves building on the foundational skills learned in prior grades, continuing the development of skills, introducing new skills, and demonstrating mastery of skills at the exit levels. Special Education Individualized Education Plans (IEP) ensure that each student masters necessary skills. Each discipline has a sequence of course offerings that provide a wealth of experience to launch our students into adulthood. More than 72% of 1999 graduates are currently pursuing higher education. Introductory, skill building courses at the ninth and tenth grades are followed by advanced courses that prepare students for college or careers. Emphasis in each area is on offering challenge and building on success. Challenging Pre-AP and Advanced Placement (AP) courses are offered in each core area parallel to the standard curriculum. Additional sections of English and math courses are offered to meet the learning needs of talented and gifted (TAG) students. English, math, social studies and science also offer independent study courses with strong research components. Cross-curricular connections are employed with teaching and learning strategies that emphasize relationships. For example, geography is use in foreign language and biology, the influence of historical events on development of new concepts is explored in science and literature, and math skills including computations are used in all areas involving data collection and analysis.

Character development and ethical judgment are concepts embedded in the MHS mission statement "to develop quality individuals." Implementation strategies to meet that goal include an Excel class for ninth graders, the health curriculum, and character analyses in literature. Each month, students focus on a new character trait. Famous quotations broadcast daily on TV reinforce this trait, and students who exemplify this trait are recognized. Curriculum specific to character development and leadership is provided by ROTC classes.

The MHS Excel program has evolved from a thirty-minute class every other day to a regular ninety-minute course for one semester. The major focus is "Preparation for Successful Living," a way to provide freshmen with the internal and external skills that will help them become successful in school and in their personal lives. The course is designed to be personal, meaningful, and purposeful by exploring such real-life issues as personal/character development, awareness of self and others, listening/communication skills, study/organizational skills, career explorations/pathways, junior achievement, etc. Character traits such as honesty, integrity, loyalty, perseverance, and responsibility are presented, studied, and discussed within the context of ethical judgment and decision-making. The health curriculum, which is taken by all MHS students, also has character development and ethical judgment as major components under the umbrella of choice-consequences, decision-making, problem-solving, personal responsibility, and accountability. English teachers implement the Texas Education Agency’s character development and ethical judgment objectives through class discussion and written observations and comments on decisions made by characters in the literature studied.

MHS strives to develop individuals who "are problem solvers, decision makers, and adept negotiators." These skills prepare MHS students for life in a complex and diverse society. Teachers model acceptance of diverse ideas in class discussion and writing. English faculty members teach students to formulate, support, and express their concepts and opinions, and English students study all forms and applications of persuasive prose. These skills are also used in drawing conclusions for science lab reports and in making informed decisions in many areas of the curriculum. The health education program presents students with real-life issues such as personal wellness, mental health, stress management, nutrition, prevention of substance abuse, sexually transmitted diseases, teen sexuality, relationships, and many other life-skill-critical topics. The importance of students accepting personal responsibility for their actions within the community is stressed. In speech classes, students have opportunities to practice their skills in oral persuasion. World geography classes conduct a population simulation project focusing on critical thinking skills and data synthesis. Throughout the curriculum, group work and group problem solving are taught and used every day. Several courses address preparation for life; for example, math modeling and home economics teach financial management skills. The vocational adjustment class (VAC) prepares students in vital employment skills, leading to "graduation due to employability" for special education students.

Appreciation for democratic values is expressed in the MHS mission to develop individuals who "have a sense of community and global awareness . . . and can govern themselves." Many activities within the curriculum framework provide experiences to enhance appreciation of democratic values. Student Council (recipient of the Texas Association of Student Councils award for Outstanding Council) practices democracy in action as it conducts elections for officers and representatives, plans student activities, and sponsors events. The social studies department sponsors a mock election during state and national elections. Government classes conduct a congressional simulation that includes elected leadership positions to add realism to the process. Students learn the constitutional process by researching, planning, and lobbying to get their bills passed. Foreign language classes establish a model United Nations. In agriculture classes, students learn parliamentary procedure and prepare for competitions that include conducting business sessions. Students in English classes are encouraged to share ideas freely and to value diversity in thinking. Credit Plus instills the importance of maintaining a quiet atmosphere for the benefit of all self-paced learners.

Participation in the practices of democracy and community service takes many forms at MHS. Each of our student organizations conducts elections, and members assume positions of leadership and influence within the group. All campus clubs have strong community service activities. The band, ROTC, and Majestics Drill Team perform at many community functions. Majestics complete at least three service projects each year including Children’s Hospital of Austin, Ronald McDonald House, and Williamson County SPCA. ROTC is very visible in the life of the school and community and has been recognized numerous times for its contributions to the community (H8). BITS, STARS, and HOPE channel most of their efforts to service within the school district and the community. Science classes have raised money for rainforest preservation, foreign language classes have collected money for relief efforts, dance classes perform at area retirement facilities, and student council members collect food and donations for area food banks. This represents only a snapshot of the myriad of activities sponsored by MHS students and groups. Individuals and groups with outstanding service are highlighted in other portions of this document (A2).

Development of interpersonal, technological, and other skills valued in the workplace is integral to the MHS mission to develop quality individuals. Each of the criteria mentioned in the mission statement is part of the development of skills vital to the workplace. The MHS faculty embeds in the curriculum course assignments that challenge students to develop skills that optimize their abilities to work cooperatively, to think critically and creatively, and to develop personal attributes that make them top candidates for the best jobs. The school policies developed to encourage attendance and punctuality support the learning environment. Excel and health classes emphasize positive self-esteem, self-control, dealing with adversity, getting along with others, issues of diversity, teamwork and teambuilding, goal setting, decision-making, problem-solving, choices and consequences, and cause-and-effect relationships.

All students are taught to use computer-based technology to find, retrieve, organize, and present information. Internet access is provided in classrooms and the library to gather information for projects and presentations. While some schools are consumed with how to keep students from accessing certain material, students at MHS are taught the value of the Internet as a powerful learning tool. They conduct research under the guidance and supervision of staff. MHS is committed to maintaining equipment and programs at the leading edge of technology. Examples include using the latest versions of Computer Aided Drafting (CAD), teaching C++ computer language in computer science, and upgrading to Microsoft Office 2000 as soon as it was available. Technical writing is available as an elective. Career pathways are introduced in Excel classes. Following this introduction, many students choose to pursue specialized coursework for engineering, health science, and other fields. This year Engineering students created resumes, attended a job fair, and used PowerPoint presentations to showcase the design and performance of their robot cars for an audience of Austin area professional engineers. Health science students receive emergency medical technician training and can become certified after passing the state exam. Dell Computer Corporation, in an unprecedented partnership, established a regional computer manufacturing tools and processes training site on the campus. The Dell program is open to Austin area schools and districts. VAC prepares students for jobs and monitors their progress during their initial employment. On-the-job training and job coaching are offered to special education students who may also have "supported employment" through partnerships in local businesses like Solectron, Wal-Mart, and RRISD print services. Several Co-op programs in the Career/Technology department provide job skills and supervision as students receive on-the-job training in health care, childcare and teaching, food service, marketing, and business.

The MHS principal assures that the goals and objectives of the MHS vision and mission statements are implemented in the curriculum. The "Vision into Reality" motto indicates the belief that all things are possible with hard work and discipline. Throughout MHS academic and extracurricular programs character development is emphasized as it relates to life choices and competitive achievement. The following habits/choices/behaviors are always stressed and taught: carrying oneself in a right/positive manner, doing the right thing because it is the right thing to do, self-control, sportsmanship, dealing with adversity/frustration/anger/defeat/success, courage in difficult circumstances, teamwork, sacrifice, perseverance, and commitment. The athletics, fine arts, forensic, and UIL programs support and extend the mission of the school as a training ground for character development and for facing the issues of life.

The MHS master schedule development process focuses on student requirements. All students meet individually with their guidance counselors to devise a four year plan that may be modified each year to make grouping and scheduling decisions that are best for them. An open house is held for parents of eighth grade students to inform them of curriculum options, to assist them in guiding their children’s class choices, and to answer questions. Student choices drive the development of a master schedule that optimizes student requests against class formation capability and student assignments. Department chairpersons give input regarding class sizes and numbers of sections needed to the associate principal who builds the master schedule. Small classes are approved to implement and nurture new programs and give them time to grow. Since research shows a strong correlation between small class size and achievement, every effort is made to keep pupil/teacher ratios low (24-26). Credit Plus (C3) enforces class population limits (15 students) to maintain a small group atmosphere for self-paced learning. MHS led the district to adopt an eight period alternating block schedule for all high schools. This plan allows students to maximize explorations of diverse curriculum. Many students (86% in 1999) exceed state graduation requirements by taking additional electives in core areas, studying the arts, or joining school-to-work programs.

Courses are designated as Regular, Pre-AP, TAG, Advanced Placement (AP), or Special Education. With the exception of TAG and Special Education, ability grouping decisions in core areas of English, math, social studies, and science are made on the basis of course selections by students and their parents, by meeting prerequisites, and/or by requesting waivers into higher level courses.

The cadre of entering freshmen in 97-98 had thirty students in biology inclusion classes. Only fourteen of those students continued in inclusion science the following year; the others were in regular classes with content mastery support. Similar results were achieved in English, math, and social studies. In art, students who maintain an average of 95% or better in Art I are allowed to skip to Art III, and senior students may take AP Studio Art instead of Honors Art IV. There are currently eleven art students taking these options. Every year increasing numbers of students are opting to take more challenging coursework in every department.

The needs of diverse learners are met through placement in the most challenging environment possible with support services as needed. Special Education students are served in the least restrictive environment. RDSPD (B1) provides interpreters in mainstream classes for students who are hearing impaired. Content Mastery (CM) provides tutoring and testing support for students who are in mainstream classes and identified as LD, ED, all other handicapping conditions, including the 504, and at-risk categories. CM serves 233 special education, 35 504, and 50 at-risk students every week. Inclusion Resource classes are offered in core subjects at ninth grade. Self-contained Resource classes, ALC II, VAC, Life Skills, and Vocational Instruction (for life skills students who work in the community with teacher support for developing job skills without pay) give additional structure and support to special needs populations. Students in the Life Skills classes are integrated into the community of the school as they work on campus, eat in the cafeteria, attend school functions, and pair with student volunteers from STARS.

Credit Plus, an alternative setting provided on campus, is for students who function at or near grade level to make up credits in English I, II, and III, World Geography, and World History in order to graduate on schedule. Students proceed at their own paces and may finish multiple credits in a semester. LEP students have the option of remaining on campus or traveling to an ESL site. In 2000, MHS will have its own ESL unit.

Adapted Physical Education for students with multiple disabilities works side by side with regular physical education. The program allows students with disabilities to demonstrate consistent progress and increased social skills when educated in inclusive settings. "Partners" physical education has been introduced this year to bring services directly to the most challenged special education students. Non-disabled peers are selected to participate in the class as buddies/helpers. The curriculum provides wellness and lifetime recreational opportunities that are uniquely designed for each individual student and are implemented by the non-disabled peers as tutors, under the guidance and direction of the adapted physical education specialist.

Efforts are made to identify and recruit students to prepare for PSAT testing that may lead to potential National Merit Scholarships. The school pays for all sophomores to take the PSAT. Those students scoring in the top 10% may participate in the PSAT Academy with tutoring provided by English and math teachers throughout the year. Gifted and talented students are served through the full Pre-AP and AP program, with sections designated for TAG students in English and math. The English TAG curriculum uses broad themes to integrate challenging reading, writing, speaking, listening, and critical and creative thinking activities. Advanced Placement Program of the College Board examinations are given annually to students in AP courses who want to test for college credit. There has been a general trend to more students taking AP courses and taking AP tests. Every student enrolled in an AP course is encouraged to take the exam regardless of score for the challenge of the experience. This practice may be responsible for lower scores in subsequent testing sessions for some tested areas. Whether students opt to test or not, the numbers of students selecting Pre-AP and AP courses, and the efforts to provide vertical team (6-12) instruction and teacher training is reaping benefits in better preparing students for college. Several MHS graduates have completed college at a fast pace due to the numbers of credits earned through AP testing. Since this test is not given to all students, or used for school-wide assessment, data is included here, rather than on the tables.

ADVANCED PLACEMENT TEST RESULTS

Challenging electives are available in all curricular areas, including independent study options in core subjects. Academic awards recognize outstanding students each year that maintain a grade point average of 4 or more (on a 5 point scale).

Continuous curriculum revision and renewal begins with input from a broad base of stakeholders. We operate under a curriculum framework that begins with state objectives called Texas Essential Knowledge and Skills (TEKS). Educators from all levels and subjects throughout the state of Texas formulated these objectives. While state frameworks were being developed, MHS faculty members collaborated with educators and parents throughout the district to develop updated district curriculum documents for K-12 which incorporate national standards, to create activities to implement new objectives, and to submit revisions to TEKS. When the Texas Education Agency adopted its final TEKS revisions, RRISD aligned its curriculum to integrate the TEKS, national standards, and RRISD standards. These curriculum standards are published and distributed to students and parents at the beginning of the school term.

The curriculum is continuously revised through collaboration within departments and across the district and is expanded as new course offerings and/or modifications to existing courses are recommended. Pilot programs are tested and modified before inclusion in district course catalogs. Innovative ideas for curriculum change, such as the Honors Physiology and Anatomy of Human Systems and the EMT program in Health Sciences, begin at the campus level and progress through a review process. A MHS science teacher was instrumental in bringing both of these options to students. A continuous dialogue is maintained between campuses and the central administration through frequent meetings. In annual meetings within each department, needs are evaluated and goals are developed to include in the Campus Improvement Plan which guides the allocation of resources and staff development.

Curriculum revisions in progress include improving access for more students to challenging courses, increasing and upgrading the use of technology in classes, and expanding the Career Pathways program. MHS and its two feeder middle schools are organizing a vertical teaming program to align middle school, Pre-AP, and AP curriculum to widen access to challenging work for more students. Credit Plus is adding U.S. History to the list of courses offered in the program.

The MHS career pathways program that developed into the ACE recognition for graduates began as a campus initiative. Faculty members divided into interest groups, reviewed successful programs from other schools around the state, conducted site visits, and formulated a cohesive program of courses and objectives for various ACE pathways. Committees review the process each year, adapting and modifying the program as needed. The Engineering Committee is very active and meets frequently with professional engineers in the community to refine its goals. The technical writing course is the first in Texas to be offered at the high school level and one of the first in the nation. It has become an integral part of the engineering pathway. The Career Pathways program will continue to be developed, expanded, and refined to provide more opportunities for partnerships, internships, and exploration as the school seeks to fulfill its mission statement.

a. English (Language Arts) The English department organizes curriculum around broad themes such as "Choices" or "The American Dream." Within each theme, integrated reading/writing/speaking/and listening units challenge students to retrieve, analyze, evaluate, organize, and communicate information. Teachers have been trained through the three-week New Jersey Writing Project summer institute to teach writing as a process. Teachers don’t just ask students to write; they show pupils how using research-based classroom-tested strategies for topic-finding, exploring ideas, revising, editing, and publishing. In addition to meeting standards in TEKS and The RRISD Standards, the department initiated performance standards to guide Pre-AP and AP English courses. To align scoring of writing samples across the grade levels, the department established holistic grading standards, and set criteria for writing samples representing beginning, mid-year, and exit levels. Although TAAS scores remain high, practice TAAS results for freshmen offer time and target skills for improvement.

In addition to English I-IV and a full coterie of Pre-AP, AP, and TAG courses at every grade level, the English department offers elective courses in Creative Writing and Technical Writing. Creative Writing students publish an anthology of original work. The Technical Writing course is the first in Texas to be offered at the high school level and one of the first to be offered in the nation. The teacher who developed the course has presented this innovative curriculum at regional, state, and national (National Council of Teachers of English) workshops. The Society for Technical Communication sponsored her attendance at this past summer’s week-long Institute for Technical Communication in Mississippi.

Interdisciplinary studies integrate historical perspectives. For example, when sophomores studied All Quiet on the Western Front, World War II veterans came as guest speakers to share their war experiences. Another major project that becomes interdisciplinary as students complete it is the Senior Scrapbook. This year long project becomes a treasured source of senior memories and also a reflection of the personal growth and learning of each student as he/she expresses meaningful experiences occurring in classes, on field trips, during performances, or at other significant times. Students’ expressive and creative writing chronicles the ups and downs, hopes and dreams, of their last year in high school.

b. Mathematics Many math students are on accelerated math programs. These students complete the usual sequence of courses from Algebra I to Geometry to Algebra II to Pre-Calculus to Calculus before they reach their senior years. A need was identified to provide additional math electives to challenge and keep student skill levels high or to offer math alternatives for those not electing to take Pre-Calculus or Calculus. Two independent study programs provide opportunities to take Chaos and Dynamics or Statistics. Chaos and Dynamics is a "hot" area in mathematics due to the availability of new calculators and computers, allowing one to study complex, evolving systems. Statistics is required as a core course in most college majors; therefore, independent study enables a student to preview a college Statistics curriculum without the more rigorous AP Statistics being the only choice.

Significant integration of Pre-AP Physics and Pre-AP Pre-Calculus curriculum exists. Department members reorder topics to assure that complementary math content and skills are taught in time to be used in the physics class. The same is true of AP Physics and AP Calculus. The Statistics teacher spent a week studying with the Gallup Organization during the summer. She subsequently enlisted Gallup Organization assistance in preparing her classes to collect data from 1999 graduates for this document.

Geometry students are successfully engaged through varied strategies that bring relevance to basic concepts. Students use pictures from newspapers to illustrate vocabulary and show that geometry is everywhere. Thematic alphabet books continue vocabulary development. Games, Origami, and spaghetti bridge construction competitions heighten interest. A unit on M.C. Escher helps students see the connection between art and tessellations and relates history through connections with Moorish tiling. Hand to eye coordination used to trace angles formed by parallel lines that form letters help students "see" relationships needed to solve problems and are particularly helpful to visual learners.

The Algebra course is designed to answer the student question, "Why do I need to study this, and when am I ever going to use Algebra in the real world?" These questions are answered through integration, applications, and connections with other levels of mathematics, health, geography, and biology. Technology is used to enhance learning but not to supplant development of basic skills. Graphing calculators are tools to learn math and to examine more difficult problems. Sharing between veteran and beginning teachers models the cooperative learning expected of students.

c. Science Opportunities are available for students of all ability levels to be successful in science by providing learning through experience. Resources are available for classes to engage in frequent, meaningful lab experiments. Inclusion classes and Content Mastery support ensure that all learners can master content. Pre-AP classes challenge the learner to apply knowledge to new situations and develop independent research projects. Science by its nature of investigation reinforces skill development in observing, analyzing, critical-thinking, problem solving, and evaluating. Students and their teachers can often be seen outside the classroom waving nets to catch insects, dropping balls from the heights of the bleachers, or timing student-built mousetrap-powered cars in the halls.

Science teachers integrate concepts and skills with other departments whenever possible. Science stresses the use of math and technical writing skills in the analysis and presentation of data. Math and science teachers used staff development time to devise ways of reinforcing concepts and skills used in both programs. Teachers learned to "speak the same language" when defining terms and determined when concepts were introduced and applied in each curriculum by reviewing texts and syllabi. Science classes use various library media sources like CD-ROMs, the on-line MHS library catalog, and Internet searches to gather information for presentation in reports, pamphlets, and other formats. These research activities reinforce reading and writing skills. Researched topics often have connections to social studies or careers. Creative project definition allows right-brained learners to excel in science. Use of current events through reports of cutting edge technology engages learners in discussion and examination of ethics and legal aspects of science. Capital outlay expenditures to provide technology for computer and Calculator Based Labs using data probes have improved data collection and analysis.

Students are required to earn credits in Biology, Chemistry, and Physics under current RRISD guidelines. (Integrated Physics and Chemistry may substitute for either Chemistry or Physics.) To meet the needs of diverse learners and to offer challenging work, Pre-AP sections are offered in Biology, Chemistry, and Physics. A proposal has been sent to the district course catalog committee to add Pre-AP IPC for those Pre-AP students who do not meet the Chemistry prerequisite as sophomores but need more challenging science course work. Many students exceed the minimum science requirements by taking a wide range of electives in the junior and senior years. Elective science courses include: AP courses in Biology, Chemistry, Physics, and Environmental Science; Geology, Meteorology, and Oceanography; Astronomy; Anatomy and Physiology (and Honors); Environmental Systems; Aquatic Science; Scientific Research and Design (and for Engineering); and Principles of Technology I and II.

McNeil science teachers have received many awards (H8). Others have served on state EOC test review panels or serve as College Board consultants. The experience and enthusiasm they bring to their courses is instrumental in building the program. Physics enrollment has increased from 1 section to 11 and aquatic science from 1 section to 10. Students and teachers have been featured in area newspapers and on local TV stations, testing mousetrap cars and showing off exotic reptiles to elementary students at Science Night. Pre-AP students and Aquatic Science students taught lessons in elementary schools and invited their students to MHS for lab work. Field trips are encouraged and become an integral part of many courses including the annual trip to the Marine Science Institute by Aquatic Science. Honors Anatomy & Physiology provides real world experiences and contacts for students who "shadow" a health care professional for 10 hours and share their experiences with classmates via PowerPoint presentations.

d. Social Studies The Social Studies department ensures that students achieve at high levels by practicing essential skills through reading outside the curriculum, using analysis and synthesis skills in essay writing, and honing research skills. Teachers incorporate critical thinking skills into written assignments by encouraging students to solve hypothetical problems in a historical context or by examining complex issues in current events. The department coordinated efforts with social studies teachers throughout the district, developing common essay prompts, project topics, and scoring rubrics. These assessments are implemented at various times throughout courses. Samples of work representing high, medium, and low quality responses are presented to the school board to demonstrate student skill levels. Geography classes participate each year in a "Geography Bee" during National Geography Week. Questions from prior years of Geography Bee topics are incorporated into the independent research. Finding answers to the questions posed requires diligence in research that prepares students for the rigor of advanced courses. The study of "Hot Sites" extends the curriculum into an independent study project lasting the entire year. Each student selects a country that is in turmoil and tracks the events occurring there throughout the year through news reports, newspapers, and Internet sources. Pre-AP geography students prepare a South American trip journal to present their learning. The journal must include the budget for the trip, currency exchanges needed, and descriptions of landmarks, animals, and plants seen in each country. Students in history classes are introduced to historiography through project assignments requiring examination of primary documents, analysis of findings, and expression of conclusions drawn from the research. The focus is often on student-initiated learning. Students are offered choices on assignments and participation points for extra work related to a current topic. Many courses require newspaper reading as part of the curriculum.

Local requirements exceed state requirements in order to prepare graduates who "are problem-solvers, decision-makers, and adept negotiators, . . . have a sense of community and global awareness, . . . and can govern themselves." Four social studies credits are required including standard, Pre-AP, or AP levels of World Geography, World History, US History, and Government/ Economics. In addition, students may select AP Macroeconomics, AP Psychology, AP European History, Sociology, or Psychology.

AP US History coordinates with AP English III to study the influence of the Transcendentalists on history. The model UN project sponsored by the Foreign Language department is another area that provides opportunities for interdisciplinary activities between the departments. Unique features of the curriculum include mock elections and a congressional simulation (C1). Outstanding teachers in the department have been tapped to serve on state exit-test review committees or serve as College Board consultants.

e. The Arts The artists who teach in the department provide environment, stimulation, and leadership for student talent to mature under their tutelage. The culminating performances and products of students in concerts, recitals, theatre productions, contests, and shows consistently receive rave reviews. The new district Performing Arts Center, located next to the McNeil campus, provides opportunities to develop skills in technical theatre and to present performances. Students participating in the Arts enrich the life of the community in a myriad of ways from heightening appreciation of artistic expression to providing the backbone of school spirit through marching band and dance team performances at half-time of football games.

Journalism offers courses from Journalism I through Journalism III with honors and advanced sections for newspaper and yearbook production, Independent Study in Journalism, and Photojournalism. Students develop skills that inform, challenge, and mirror the community through the newspaper, yearbook, and photography. In the past 3 years, the program has produced state (2), regional (3), and district (9) winners in UIL Press Conference, The Award of Distinguished Merit (highest yearbook honor), and 1 Award of Distinguished Merit and 2 Awards of Achievement (newspaper).

Theatre Arts offers 8 different courses and levels to teach students the nuts and bolts of theatre production, set design, technical theatre, and acting. There is a place for every student to find a niche and develop his/her talent and grow personally. Last year the group advanced to area UIL competition with The Prime of Miss Jean Brodie. They worked with local casting agents within the Austin film community, providing extras for the film Equinox Knox and a public service announcement for the prevention of teen alcohol abuse. Their production of The Miracle Worker premiered for members of the hearing and vision impaired community. The department actively assists other area schools with technical theatre needs including set, props, and costumes. Theatre Arts will journey this year to New York City to visit cast and crew of a Broadway show.

Speech/Debate courses integrate all curriculum areas. Debate requires reading upper-level texts, such as philosophical treatises, manipulation of statistics, and understanding world cultures. Students model congresses and create legislation with the help of the government teacher. In Communications, the students learn how to present speeches, using outlines similar to the English essay format. Students learn life-skills, such as how to recognize persuasion in advertising and how to conduct themselves appropriately on committees and at job interviews. The MHS speech squad has sent qualifying students to state and national competitions.

Instrumental Music, including both Band and Orchestra options, is well supported by a strong curriculum and solid fundamentals. A split curriculum approach is used to work within the framework of block scheduling, allowing students to take music classes in large and small group settings on alternate days. Ensemble performance skills are showcased in a minimum of six concerts each year. Technique classes allow students to follow Individualized Instructional Plans to address specific needs and weaknesses. This split approach permits a multifaceted approach to performance. Through repertoire of specific composers interdisciplinary connections are made with foreign language, history, and language arts. Enrollment in theory classes continues to rise, and the use of composition software on library computers allows students to compose, arrange, and perform original works of music.

Choir is taught at all grade levels and progresses in difficulty through those levels. The honor’s chorale, known as Musicale, presents concerts throughout the community in addition to formal concerts with all choirs. Choir supports TAAS through student research of composers or music history and writing performance critiques. All areas of the Arts will join to produce "Oklahoma" in January 2000 and the choir will be performing in Carnegie Hall, May 14, 2000, with students from Southwest Texas State University, accompanied by the Manhattan Philharmonic Orchestra.

Dance has experienced enormous success at MHS. From a small beginning class of 18 members on the Majestics dance team and 30 in dance, the program has grown to 63 in Majestics and over 200 in four levels of dance. The dance troupe has received state and national recognition, been awarded Division 1 ratings in each of the team presentations and outstanding technique, choreography, showmanship and won team, officer, solo, and ensemble divisions. One thousand eight hundred people attended the annual "Illusions" dance show. This winter MHS dance students will travel to New York City to study with the renowned dance company, Alvin Aliey and the Broadway Dance Center.

Art is offered at levels I-IV, with advanced courses at level I, direct advancement of talented students from level I to III, with Honors Art IV or AP Studio Art at senior level. Art incorporates learning from many disciplines as students use geometry in drawing from observation and are taught relative proportions. History overlaps art history in Art II and III. Written critiques use the highest levels of Bloom’s taxonomy, integrating English skills, critical thinking, and synthesis.

f. Foreign Language The Foreign Language department offers five languages: French, Spanish, German, Latin, and American Sign Language. French, Spanish, and German have levels from I-V, Latin I-IV, and ASL I-III. These languages are also offered in Enhanced, Pre-AP, and AP levels. Enhanced language challenges students to develop advanced levels of communication at Level II, leading to Pre-AP and AP language and literature courses. Students develop specific reading strategies as they advance through the program and increase language acquisition, speaking ability, and cultural knowledge. Creative writing and oral activities stimulate increased proficiency in using higher level thinking skills. Grammar, an important element in the writing and speaking process, is acquired through direct instruction and in context. The majority of students at MHS are involved in the foreign language program even though it is not required for the High School Program.

Because of the broad scope of the foreign language curriculum, it is easy to include history, basic math, current events, art, music, computer technology and other subject areas. This integration of other content areas makes learning in the language classroom more relevant while increasing both vocabulary and higher-level thinking skills. The broad nature of the foreign language curriculum, with its sequential/linear format for language usage, presents a wonderfully balanced opportunity for whole-brain learning. The instructional model is extremely challenging and fun at the same time. Teachers design level-appropriate, product-oriented activities for enhancing language acquisition. All languages have active clubs participating in community service and social activities. In 1999 the French club and classes hosted the French Symposium, a 2 day event attended by 1000+ students competing in numerous events. The successful ASL program made it possible to organize Signing STARS. Students in all languages enter competitions. The department co-sponsors Model United Nations activities with the Social Studies department. French, German, and Latin have incorporated travel opportunities into the program (Spanish will sponsor its first trip to Spain in 2001.). Latin students traveled to Italy last year during spring break. The French teacher sponsors biannual trips to France for students. German students participate in a biannual exchange during the summer with a school in the Black Forest of Germany, living with a German family and attending school during a three-week visit. Students from Germany return the visit the following fall, attending classes at MHS.

Five of the 12 teachers have master’s degrees, 4 have presented at state meetings, 8 have lived or studied in countries speaking the language taught, 11 have traveled to those countries, and the ASL teacher is very active in the deaf community. Technology training and use have become important goals of the department, and 3 teachers have completed the district technology training for trainers.

Career/Technology This department is very diverse, including Home Economics, Business, Air Force JROTC, Computer Science, Agriculture, Drafting, Criminal Justice, and Health Occupations. It plays an essential role in developing graduates that reflect the MHS mission statement in their lives and skills. These areas motivate students to use the skills learned in the core curriculum in every day experience. Computer science embeds problem solving and critical-thinking in every assignment, and reinforces math and science by using mathematical equations and logical thinking processes. Drafting requires math and reasoning skills to apply correct drafting/graphics practices in projects. ROTC maintains basic skills through organizing and directing resource management; accuracy is essential. Home Economics uses interdisciplinary approaches by researching on the Internet, including health topics, scientific studies of nutrition, and chemistry of fibers and fabrics, and designing interiors of homes. Students in Drafting I and II can earn 16 hours of credit at either Austin Community College or Texas State Technical College. Co-op programs in Business and Home Economics allow students to earn credits toward graduation while on the job.

Effective features of the curriculum include real world applications that make use of interdisciplinary approaches. Drafting has two major interdisciplinary projects with math and science. The Introduction to Graphics class and Geometry classes share the "Stained Glass/Quilt" project. Drafting II coordinates with Scientific Research and Design for Engineering by working on common projects to design, develop, report, and present final products. As part of the Career Pathways introduction to Excel classes, students tour the C/T department and are given information about Career/Technology courses. Computer Science writes simulation programs for businesses such as vending machine operation, inventory, payroll, billing, advertisements, etc. ROTC Logistics Squadron cadets are responsible for over $200,000 worth of uniforms and equipment including rifles, sabers, and other items which are issued and accounted for each year. Support Squadron cadets coordinate, schedule, transport, and insure equipment availability for special teams. Operations Squadron cadets monitor their peers through a mentor program, tutoring, and mediation. Marketing uses problem-based projects, averaging one every two weeks. Home Economics students design homes, making floor plans drawn to scale and selecting furniture, colors, arrangements, and bath and kitchen designs. They learn to feed, to clothe and to educate a family. Making clay (prenatal) babies to study what takes place each month of pregnancy introduces and explores parenting skills. Student learn to balance work, school and social life, to evaluate money issues such as making car payments, buying gasoline, saving for college, and budgeting, and to improve social skills. Business classes create a business and simulate all aspects of daily operation. Marketing students simulate business promotion and marketing strategies. Health Science Technology students experience real-world situations through clinical rotations in the hospital. Approximately 1/3 of students’ experiences are "hands-on," shadowing a health care professional in the hospital. Students cover 16 areas in the hospital setting and are actively involved in clinical work by the second day of rotation. This allows students the opportunity to make informed choices about medical related careers.

Career Pathways/Accelerated Certificate of Excellence This school-to-work program began through joint efforts of the faculty, administration, and district-level personnel. In the fall of 1997, the district school-to-work coordinator was invited to present the precepts of career pathways to the faculty during staff development. Faculty committees were formed to begin the process of implementation by examining the present curriculum framework to determine which courses offered at that time fit the goals of each pathway and to plan for new courses that were needed. Several campus in-service days were devoted to designing each pathway. Teams of teachers visited sites where school-to-work programs were being successfully implemented. Three department chairpersons attended the National High School Association’s annual conference in Portland, Oregon, in January of 1998, and examined several models being used on the west coast. These various program elements were pooled to develop a program tailored to the school and its population. Several new courses were deemed important to success: Technical Writing, Scientific Research and Design for Engineering, and Principles of Technology I and II. The Engineering and Technology pathway is given as an example of the final product.

The four year long Engineering & Technology ACE prepares students for careers in technology and engineering by introducing them to problem solving and critical thinking skills necessary to solve real world technical problems. This well-rounded program integrates applied instruction in verbal, visual, and written communication with advanced course work in math, science, and drafting. A variety of technical and communication projects requiring engineering and technology content have been developed. Among these, the mousetrap-powered and robot-driven cars, proposals for real-world school and workplace projects, and comprehensive publications like the program brochure stand out. The program supports students in obtaining summer internships in community technical businesses by helping them develop career planning documents and job application data in their junior year. The goal of the program is to prepare students for college success in demanding technical majors.

The program developed from partnerships in 1996 and 1997 with area engineers who took part in Engineer’s Week, designed to introduce students to real world applications of their course work in physics and calculus. As the Career Pathways program was introduced in the fall of 1997, a partnership with science, math, English, and drafting was forged to develop an Engineering and Technology ACE. In June of 1998, MHS held the first meeting of a 30 member Community Consultant Committee made up of Austin area experts and educators in engineering, technology, and communication. The final structure of the ACE was based on input from all of its constituents. It was offered for the first time in Fall 1998.

Grade classification requirements are: 9^th grade, promoted from 8^th grade; 10^th grade, completion of 6 credits; 11^th grade, completion of 13 credits; 12^th grade, completion of 19 credits. Any student who passes a course may advance to the next level of that course. In order to take Pre-AP or AP courses, students must meet the course prerequisites. For example a student must be enrolled in or have credit for Algebra II to take Chemistry. If the student wants to take Pre-AP Chemistry, he/she should be enrolled in Pre-AP Algebra II, but may request a waiver to the higher course if he/she is not. Waivers permit movement into more challenging coursework. Some courses require teacher recommendation such as the Enhanced, Pre-AP, or AP programs in foreign language. Similar guidelines are in effect for core courses. These programs have been developed so that all students are challenged at the appropriate level. All students at MHS are challenged to surpass minimum state standards by the district and school requirements for graduation.

Graduates in the class of 1999* had 3 options for graduation plans in RRISD:

• High School Program, which exceeds state minimum requirements by 3 credits (24),
• Recommended High School Program, which exceeds state minimum requirements for this level by 2 credits (26), and includes 3 elective credits for
• Plan I (additional math and science),
• Plan II (additional career/technology), or
• Plan III (additional college-preparatory courses specializing in language arts [including speech and journalism], science, social studies, mathematics, foreign language, fine arts, and/or technology applications), and
• Recommended Advanced Program, which exceeds state minimum requirements for this level by 2 credits (26), includes 3 elective credits for Plan I, II, or III, and 4 of the total credits at the junior/senior level must be Advanced Placement courses.

* Beginning with the freshmen of 1997-98 state minimum requirements increased to 22 and the

Recommended Advanced Program became the Distinguished Achievement Program.

GRADUATION REQUIREMENTS FOR THE CLASS OF 1999

McNeil High School faculty members receive extensive district and campus staff development that focuses on best teaching practices and learning modalities. All teachers in the district are required to complete STEP, Supervision of Teacher Effectiveness Training, to aid in the development of effective teaching and classroom management. Each year emphasis is placed on implementing techniques that maximize learning for students with various learning styles. Staff members have identified their own learning styles to better understand how they perceive course requirements as compared to student perceptions. This process aids staff in more effectively modifying instructional methods and plans. Staff development activities have allowed teachers to simulate the frustration of dealing with a learning disability to develop empathy for students who are challenged in this way. Material is presented in a variety of formats to engage visual, auditory, and kinesthetic learners. Multiple outcomes are permitted to demonstrate mastery of content. Serving as a Mentor Site allows the faculty to learn from other schools and to share with them. Various strategies are used successfully throughout the campus. These include: hands-on activities and manipulatives, cooperative learning, frequent assessment, real-life scenarios and issues, use of FORMAT in geometry (addresses learning styles), modeling, experimentation, writing, keeping journals, discussions, group and individual presentations, two-part tests (allowing calculators and not allowing calculators), role play, field trips, authentic assessment, construction projects, pair practice, and relying on experiential learning rather than telling.

The curriculum structures the essential knowledge and skills for each course, but within that framework are many ways of achieving or demonstrating mastery. Students learn best and most when they are "in the driver’s seat," so they are assured adequate choice and latitude in coursework and on projects. Theatre students rehearse and perform with peers and are critiqued by peers in both published and self-written scenes. Projects and skits in foreign language are developed in consonance with planning tours to countries where the language is spoken. Students in cooperative groups teach each other. Leadership skills emerge as groups interact. Self-selected topics motivate students to pursue research interests. Reading lists provide choices. Paired practice permits more individualized pacing than whole group instruction. Students learn that real world problem solving involves multiple approaches and strategies. This approach reinforces the notion that there is no single "right way" to do most things. Providing students with meaningful projects that make sense to them engages them in undertaking difficult tasks they might otherwise avoid. Many courses in the Career/Technology department give students skills they perceive as immediately useful, and thus, they work diligently to master them. Students engaged in the performance arts have opportunities to perform and practice in solos and ensembles. Following NCTM standards in math, students explain concepts to each other, enhancing comprehension. Intermingling individual and group quizzes offer students motivation to learn from one another. Health and Excel classes place a major emphasis on student responsibility that mandates opportunities to practice decision-making and role modeling. Collaboration teaches students that "two heads are better than one."

The McNeil library is a lively, busy place, the heart of MHS. What one word describes this environment? User-friendly. This 13,000 square foot facility is open and available to students, faculty, and parents with extended hours before and after school, as well as during the normal school hours. MHS Library is one of the first school libraries in the Southwest and across the nation to model its environment on a bookstore concept, to use bookstore shelving in the fiction area, and to imitate book display furniture. A librarian and an architect finalized the design of the library while observing the functionality and traffic patterns at a local Barnes and Noble bookstore. Library books are marketed on slat-wall shelving ends, round cubes and glass wall displays. In fact, sometimes the books are displayed so attractively, that signs are necessary to inform the students that "they can check out the books!" Circulation statistics increased by 10% due to "face out" placement of many of the books and the visibility of the displays. Another basic philosophy practiced by the library staff is to treat the faculty and students as customers; hence, all service is measured in a retail sense by what constitutes "good customer service." This blending of a "research attitude" in a customer-driven environment is what makes this library unique in an educational setting.

What is available for the "customers" at MHS library? Over 30,000 items in-house and over 500,000 items in-district are available because of the new union catalog-circulation system. There is also space for several classes to do research, to check out books, to use the small conference room, viewing room, and/or multi-media production room. There are 30 computers accessible to students that include current and historical CD-ROM databases and unfiltered access to the Internet. There are multi-media production areas with laser scanners, video capturing, and presentation equipment. The classroom computers are linked to the same databases the library has so follow-up activities and individual instruction can continue after the students leave the library. Teacher-librarian collaboration takes place whenever a teacher signs up for library time. Teachers confer with one of the two librarians to discuss lesson objectives and library resources; they mutually plan the outcomes of the research project, refining and defining what will help make each student a successful learner. Volunteers from the PTSA, called our VIPS (Volunteer Information PersonS), help with many of the daily maintenance chores: processing and shelving books, helping with displays, and entering data. What brings in so many people each day? A comfortable environment of soothing space filled with light and color, small table areas for quiet study, plenty of traditional and technological resources to explore, and a welcoming staff eager to make each person feel that no question is too small for an answer.

Technology is integrated throughout the programs of the school. When MHS opened in 1992, the media center was the first in the district to function with an on-line card catalog. Each classroom had phone service through a central switchboard. Since that time, MHS technology has been significantly upgraded. When a building expansion project was completed in 1997, all classrooms were connected to an internal data communications network that uses a server located in the district computer facility to provide instant Internet access from every classroom. Phone service was upgraded to include a specific phone number for each classroom with voice mail for every staff member. New technologies come on-line regularly. Students and teachers can access media center catalogs and resources from the computer(s) in every room. All classrooms are connected to the MHS media center that furnishes continuous TV broadcasts on numerous channels. Thus every classroom can view the date and time, cycling daily quotations and important announcements, receive broadcasts of videotapes for class subject instruction, listen to classical music, watch CNN or other class appropriate cable television programs. Nine computer labs are in use for technology instruction, and 30 computers are in nearly constant use in the library (D3). Graphing calculators are routinely used in math classes and similar technology is being introduced with CBL in science lab (C5). Student textbooks are managed through a database and issued by scanning a barcode in the text and the barcode on the student’s ID.

MHS and RRISD strategic planning to establish, implement, and evaluate technology goals occurs interactively between campus and district levels. On-going staff development programs continually address skill development. Each staff member must demonstrate basic competency skills in seven technology applications. Librarians and the campus technology coordinator present "TechnoMonday" training after school to assist faculty and staff in learning new applications and developing skills. All staff members use Lotus Notes to disseminate information and communicate via e-mail. MicrosoftOffice97 software is installed throughout the campus. Research determining which products and applications to purchase is conducted collaboratively with teachers, librarians, and the campus technology coordinator. Brainstorming sessions highlight ways students may use available technology to aid in demonstrating academic subject concept mastery. Students regularly use videotaping, PowerPoint presentations, computer-generated graphics, Excel spreadsheets, and MS Word documents.

Two questions are posed by the integration of technology in classrooms: (1) What can be done that was previously impossible? (2) What can be done better or faster? Previously it was impossible to model complex systems that are now easily done with graphing calculators and/or computers. CAD labs enable students to produce multiple products during a semester and design more complex plans. Use of the Internet to access the 3D Dictionary for use in ASL and gather data from multiple web sites related to deaf education provides new opportunities. Math teachers are using PowerPoint presentations for review. The SENSEI geometry software creates student interest with its demonstration of math applications. Math software enhances learning by visually emphasizing the desired learning outcomes. Economics students track constant fluctuations in the stock market as they occur. Technology provides greater access to important information, concepts and applications to enhance student achievement and understanding. Collecting data with probes allows more time for data analysis (higher level thinking skills) with less time spent manually collecting data. The Internet provides incredible resources that are only beginning to be incorporated and offers tremendous opportunities for continued use in every area. The theater department uses film, video, sound, and computer resources to show images of scenes or plays to evaluate style choices for acting and technical effect. The MHS web site was created and is maintained by student volunteers. Assistive technology makes it possible for life skills students to communicate. Student products are improving with access to computers on a daily basis. Those who do not have Internet access or computers at home have free access readily available in the library and in classes. Each staff member has a computer.

Teachers in MHS content area departments collaborate to enhance student learning. Departments include: Career/Technology, Fine Arts, Foreign Language, English, Math, Science, Health/Excel/Driver’s Education, Physical Education, Special Education, Social Studies, and Athletics. A main objective of each department is to vertically align curriculum to maximize student learning opportunities. Weekly departmental meetings offer collegial support by providing forums for sharing ideas, talking about what works, what doesn’t, how to modify activities to enhance learning and new ideas learned at conferences. Within departments, teachers form collegial groups, typically by course assignment, which enhances their ability to horizontally align the curriculum, ensuring equity for all students. The Math Department uses the concept of a lead teacher to facilitate horizontal planning while the Social Studies Department discusses specific curriculum issues, such as authentic assessment projects (C5). Interdisciplinary planning is sometimes done on staff development days to communicate and to coordinate joint initiatives. Support counselors provide team-building activities during staff development to revitalize staff interactions.

Departments collectively support student success by providing consistent policies and high expectations. For example, the Math Department uses the same homework guidelines, calculator use, and performance expectations. In addition, the Science Department supports each other with discipline issues, i.e., a teacher sends a disruptive student (with assignment) to another science teacher’s classroom where the student is out of his/her peer group. A teacher, serving as Lab Manager, facilitates use and maintenance of equipment within the Science department to distribute resources to all for student use. Special education teachers, "Case Managers," follow assigned special education students to gather information for annual ARD, assuring the appropriate placement and modifications for each student. These examples typify how teachers work outside the classroom to insure efficient curriculum delivery.

Departments use the campus improvement plan as a catalyst to improve student performance on the TAAS. The Math Department’s analysis of specific low-performing sub-groups (Afro-American, low socio-economic) led to a consensus agreement to: (1) use TAAS (and SAT) objectives as focus/warm-up activities across all courses, and (2) limit calculator use in class, forcing students to practice number sense, as TAAS is a non-calculator test. The improvement plan proved successful as 90.4% of all student populations passed the ’99 TAAS (Afro-American, 85.1%; low SES, 80.0%). Departments analyze TAAS score data by individual objectives so that teachers can better focus on those objectives where students show weaknesses. The Special Education Department looks closely at each regular education department plan for improving TAAS and incorporates these plans into special education goals so their students can perform equally on the TAAS.

Departments continually seek innovation in curriculum delivery (C5: New Jersey Writing Project, Stained Glass/Quilt Project, CAD mall design in collaboration with Lakeline Mall engineers and storeowners). Special Education resource teachers use contemporary literature such as Jurassic Park to motivate students, who are often non-readers, to become involved and interested in reading. Social Studies teachers are trained in a special reading program, CRISS, for non-English teachers to enhance student reading ability in a reading intensive discipline. Science and Math created an Engineering Pathway by coordinating instruction in Pre-AP Physics with Pre-AP Calculus and AP Physics with AP Calculus. Technical Writing, developed through the English Department, supports students in the Engineering Pathway. A science teacher identified the need for a Health Science Pathway and developed a program in conjunction with Texas Education Agency that includes EMT preparation. Students may earn their EMT certification through the program (one of only four schools in the Central Texas area). Currently, 85% percent of the MHS EMT students have passed the state exam.

Over the past seven years, MHS has served as a model to numerous high schools seeking to implement innovative programs. Mentor school funds have assisted in keeping MHS abreast of the latest initiatives in education around the nation by providing funding focused on staff development and for faculty members to attend state and national conferences. The opportunity for sharing with other faculties when they visit MHS or when mentor schools from around the state gather for seminars provides MHS faculty with models of the most successful programs being used in Texas.

A staff development committee, comprised of teachers, counselors, para-professionals, and an administrator, develop multiple staff development offerings based upon the survey and analysis of faculty and staff needs. During staff development days, teacher leaders deliver seminars on curriculum innovations, technology applications, classroom management strategies, etc. Another way staff development is delivered is through continual on-site training opportunities including TechnoMondays (D4). Weekly departmental meetings serve a staff development function by sharing best practices as other campus information is discussed. Each teacher new to the profession and/or new to MHS is paired with a mentor to assist with curriculum planning, following school rules and guidelines, and answering questions as they arise. Mentors and new professionals attend a day of staff development together before school begins.

Educators serving in the role of counselor or librarian are evaluated using a portfolio appraisal system, ABC. This evaluation process is an ongoing research project in which individuals select an area of study and participate in a collegial group to share findings and offer and receive support. Providing leave time to serve as an officer or to attend professional meetings supports membership in professional, subject-specific associations. Each department has a budget to attend conferences for professional development. Mentor school funds are used to send staff to national conferences to stay abreast of educational issues, research, and teaching strategies. District level administration sponsors staff development above and beyond the days required annually and provides funding for new initiatives and vertical teaming conferences. Each department has talented teachers who present staff development sessions on campus, at the district level, and at conferences. As a technology-rich campus, eight teachers are technology trainers for the district Technologic Literacy Initiative.

The professional staff has presented at many local, state, national conferences. These include (not an exhaustive list): (1) College Board Advanced Placement (workshops and institutes), (2) Texas Region XIII, (3) Conference for the Advancement of Science Teaching, (4) Austin Area Council for Mathematics Teachers, (5) Texas Council of Teachers of English State Convention, (6) National Science Teachers Association, (7) National Council of Teachers of English National Conference, (8) TASSP National Conference of Texas, (9) Conference on State Validation for the Animal Industry, (10) Business and Marketing Professional Improvement Conference, (11) Marketing Education Professional Improvement Conference, (12) National Leadership Conference for the National Association of Student Councils, and (13) Leadership Schools at Baylor and Howard Payne Universities.

Several teachers have developed unique partnerships and training opportunities with area businesses. The CAD lab instructor attended a 3-day Advanced Micro Devices workshop in support of school-to-work programs and annually attends conferences at Phototronics, National Instruments, and Applied Materials. She shares pertinent information with CAD students and arranges field trips from these contacts. The Anatomy and Physiology teacher works with the Texas Medical Association to develop shadowing opportunities for her students.

Many levels of support are provided for teachers with varying degrees of experience. Beginning teachers new to the campus receive New Teacher Orientation before school starts. This session covers administrative issues, professional policies, and district and school philosophy. The District Staff Development Department abides by state law in training and assigning mentor teachers to new teachers. Mentoring needs are met in both formally and informally on campus. Departments use department meeting and planning times to offer support and encouragement for new teachers. Their campus mentors volunteer their time to help new teachers adjust and become successful educators. Department chairpersons have a significant role in leadership within the department and the school. A shared conference period allows regular meetings with the principal to discuss school-wide issues, set long range goals, provide input to the campus improvement plan, and budget resources. Staff development opportunities for paraprofessional staff and instructional aides parallel opportunities for professional staff. These opportunities include technology training and collegial support from staff at other schools. This sharing and communication promotes district-wide solutions to common problems and promotes improvement in daily operations.

The Professional Development Appraisal System (PDAS) is the formal evaluation tool for teachers. The role of the appraiser is to observe the teacher during a formal visit to the classroom, conduct walk-throughs, collect cumulative data, and hold a pre- and post-conference with the teacher. The goal is to provide feedback and support to improve classroom instructional practice. When the formal observation occurs, the appraiser is particularly sensitive to examples of student success rather than focusing solely on teacher behavior. An important component of PDAS is the Teacher Self-report Form that requires the teacher to evaluate his/her own professional development through the year. The principal, as instructional leader of the school, provides staff development time and resources to ensure quality training, facilitating personal and professional growth of staff members. Department chairpersons serve as channels for resources, arranging professional growth opportunities for those in their departments. District-level coordinators visit classes and assist individual teachers and schedule growth opportunities within their disciplines.

Each department develops a plan for improvement by analyzing student performance and instructional practice. The Language Arts Department is immersed in the New Jersey Writing Project. This professional development has proven itself in that TAAS writing scores have been 96.6% or above for the past three years (1999 = 98%). With the emphasis in mathematics on TAAS/SAT focus/warm-ups and increasing number sense by limiting calculator use in the classroom, TAAS mathematics scores increased by 3.3% (1999=90.4%) in the past year. The departmental focus of student learning outcomes to guide curriculum development over the past three years has increased the TEA campus accountability rating from Acceptable to Recognized in 1998-99.

The teacher recognition committee reviews awards offered by professional associations and community groups and nominates teachers with outstanding skills to receive the available awards (H8). National Honor Society has its own teacher recognition program which awards the coveted "Golden Horseshoe Award," recognizing one faculty member each month. The teacher recognition committee also collects donations from area businesses, like dinner for two or movie passes, to distribute to faculty members by lottery once a month.

Instructional leadership is a collaborative effort shared by administrators, teachers, parents, and students. Several leadership teams have cooperated to develop, implement, and evaluate the Campus Improvement Plan. Although the principal is ultimately responsible for instructional leadership, he works closely with administrators, department chairpersons, and the Site-Based Committee to supervise and plan for effective instruction. The principal and assistant principals supervise and evaluate the teachers through PDAS (E4). Assistant principals each have special areas of supervision and serve on faculty committees facilitating school operations. The principal works with department chairpersons to develop a budget to provide resources to meet goals for technology acquisition and maintenance, instructional supplies, and teacher (professional development) and student travel (field trips). Members of departments provide input for goal setting, implementation, and expenditure of funds. The SBC consists of: (1) two PTSA members, (2) two principal appointees, (3) a community member, (4) one business representative, (5) a non-teaching professional, (6) four teachers, (7) a paraprofessional, (8) the DAC representative, (9) a student (usually president of the student council), (10) the principal, and (11) a district-level professional. It meets once a six weeks to review progress and programs and make recommendations. The communication between the professional staff and the community provides a continuous flow of information.

Leadership at McNeil is broad based. Using a team approach, the principal sets the tone, pace, structure, and atmosphere for the school, but all stakeholders - students, teachers, assistant principals, counselors and parents – give input, assume projects, and share decisions to ensure that the "Vision into Reality" occurs. Student leaders of organizations meet regularly with teacher sponsors and administration to help implement programs and activities for the student body. Department chairs meet biweekly with the principals to share information between administration and faculty and to do strategic planning. Assistant principals have specific responsibility for textbooks, maintenance, staff development and hall duty. Assistant principals and counselors are aligned with students in alphabetical order enabling them to work with the same students from 9^th through 12^th grade. Many teachers become informal leaders as they assume special projects, responsibilities, and sponsorships. Parents give input through PTSA, membership in the Site-Based Committee, advisory boards, and booster organizations. All groups regularly interact with each other to make decision-making a true team effort. The advent of voice mail and e-mail availability for each staff member has been a key ingredient, improving the communication and exchange of information among and within all groups.

In addition to the work of departments (E, F1-2), the faculty is organized into committees (discipline, ACE, teacher and student recognition, communication, etc.) to address continuous improvement. The campus plan is revised annually with input from all stakeholders (F1). Policies, procedures, and curriculum are reviewed annually and revised as needed. The MHS community participated in an extensive self-assessment process and site-visit to evaluate strategies for continuous quality improvement as part of the application for the Greater Austin Quality Award. March 30, 1999, a team of eight teachers and administrators attended Blue Ribbon Training in San Antonio. Following that meeting, faculty members began the process of self-assessment and review through four discussion groups during in-service in April. Each group was led by two of the eight members of the Blue Ribbon Steering Committee (BRC). Surveys were completed and teachers volunteered to serve on each subcommittee (A-H). A lead writer was selected to compile the data and responses generated by each of the sub-committees. Members of the SBC reviewed questions and submitted answers. PTSA members reviewed answers submitted by staff members to all questions, suggested revisions, and wrote responses to questions in section G. Student council members completed the same survey given to the faculty. Students in Statistics worked with the Gallup Organization and used their facilities to poll all 1999 graduates. The draft document was reviewed by parents, teachers, administrators, and edited by the Technical Writing teacher. The principal, superintendent and school board president received the final application Wednesday, September 22, 1999.

The principal provides copies of Academic Excellence Indicator System (AEIS) information (used to rate Texas schools by the Texas Education Agency), current newsletters, and journals to stakeholders in the improvement process. Information from these sources is used to set improvement goals, to determine which national, state, and regional conferences to attend, to network with other Mentor Schools, and to plan campus and district staff development. Successful new programs like Excel and ACE and teaching/learning strategies like cooperative learning are the direct result of these collaborations. Student opinion about campus improvement is collected through written surveys conducted by the statistics and social studies classes. Faculty and administrators keep abreast of current educational practices by attending conferences and workshops within their disciplines on a regular basis. Faculty members participate with area colleges and universities as mentors for student teachers, providing a continuum of knowledge and experience K-16 in vertical teams.

To accommodate the 33 percent growth in student population over the last five years, the physical plant has doubled to 380,000 square feet. Included in the expansion was the addition of more than 100 computers, one for every classroom, and cabling so that each computer would be connected to the LAN and the Internet. Use of technology (D4) has improved communication and learning opportunities for all. Principals and department chairpersons seek the most highly qualified professionals to fill vacancies, keeping the talent pool strong. The bedrock that unites this educational community is the nurturing environment that says, "We are all in this together."

Goals include: (1) staying ahead of the edge as new technology is introduced, (2) training staff and students to use available technology, (3) improving access to technology for every student and staff member, (4) purchasing applications maximizing attainment of established goals for learning and student performance, and (5) fostering students’ transition from school to adult responsibilities. Management of these tasks requires continuous training, research, and communication. Technology has enabled faster, more frequent, and more reliable communication of data within the school, with parents, and with the community. Data provided on growth sectors within the community allow us to anticipate the impact continued growth will have on MHS.

RRISD is located in the most rapidly growing area of Texas and the second fastest growing county in the United States. Additional technology companies are locating and starting up in the area. New jobs are available that require technical training but not a four-year degree. Students must develop the characteristics of life-long learners, adapting to constant change in their environment. Locating teachers for specialized programs who can earn more in the private sector is an on-going challenge. To meet the challenges of preparing students for their futures and finding qualified staff, partnerships with businesses, community colleges, and universities must be expanded or established. Strong academic programs need to be expanded and vertical teams established to provide continuous communication and develop common goals, pooling resources to maximize district expenditures.

Communication among the school, family, and community partners removes the mystery of what goes on in each sector. Students need awareness of the business world, business leaders need to understand the academic and societal challenges the school faces, and parents need to be involved with their children. MHS could not function at the quality level it does without the constant support and involvement of parents. Parent volunteers provide multiple services to the school (G2), gaining insight into the educational process. Business leaders share their areas of expertise and become motivated partners as they discover the myriad of good things going on in the school. Students benefit from opportunities to "shadow" professionals or serve as interns and to see how what they are learning has relevance.

An example that best exemplifies the partnerships and their benefits for all has been described in C6, the development of the ACE in Engineering & Technology. School-to-work programs were developed in response to the Department of Labor SCANS report, identifying critical skills needed in the workplace. It is impossible for public education to successfully meet the challenge without interaction and involvement of the community. This is an exciting time in education, when the world becomes the laboratory, and the school is open to the world.

The school initiates communication to inform and enlist parental support in the following ways (not an exhaustive list): (1) PTSA/MHS Open House, (2) McNeil Messenger (published by the counselors each six weeks), (3) College Night (attended by 400, 9/8/99), (4) "Colt Camp", (5) First Day Packets filled with information and student handbooks (packaged by PTSA volunteers), (6) Six Weeks Syllabi, (7) Annotations for English Reading Lists, and (8) Internet Access (with parental permission). Various means of communication inform parents of student progress or school activities including: e-mail, voice mail, progress reports, school and district web sites, parent-teacher conferences, and ARDs. The School Community Liaison keeps in constant contact with at-risk students regarding attendance and other issues. Support counselors provide parent training on topics such as anger control, drugs, gangs, and sex education. Awards ceremonies recognize student achievement, and Fine Arts performances showcase student talent. Parents are invited to participate in school sponsored trips. Counselors and the nurse provide up-to-date referral lists of community services for parents to use.

Parents identify needs, find volunteers, and sponsor activities. Several major projects include: (1) Project Graduation (parents raise over $20,000 to provide a drug/alcohol-free party for graduating students), (2) PTSA and Booster Club funding of supplemental classroom and departmental needs, and (3) Maverick’s Future Student Academic Enrichment Program, Inc. (a charitable, non-profit corporation "to raise funding for and acquire and give to McNeil High School, academic program assets, materials, supplies, and services not available through regular operating and maintenance budgets"). Twenty-five area organizations and businesses contributed $48,950 for scholarships in 1999. PTSA recruits volunteers through their membership drive (membership has doubled to 750+), sponsors hospitality for teachers and students, gives college scholarships, nominates teachers for awards, and cooperates with other organizations like St. David’s (Hospital) Foundation to bring speakers on important topics. Parent members of PTSA also serve on site-based and district-level committees to organize and pass school bond packages, review textbooks for adoption, recruit business partners for Partners-In-Education, and lobby legislators to support school issues. Parental support for the District Clothes Closet and a variety of Health Service organizations provides resources for at-risk and economically disadvantaged students. PTSA, Booster Clubs, parents, and community volunteers donate countless hours supporting every facet of school life.

Needs and concerns are often identified through student and/or parent conferences or individual counseling sessions. Information is shared with staff on a "need to know" basis and confidentiality is maintained. Several referral services are available including the District Clothes Closet, Student and Family Services (provide counseling sessions free and/or at reduced rates), and other community agencies. Vision, hearing screening, and immunizations are available from the school nurse, who tracks and maintains records on all students. Continuing adult education opportunities are available through Community Schools. Teen parents are supported with parenting classes for pregnant teens, and district-sponsored day care is available at Great Oaks Elementary School.

A few of the many possible examples of MHS involvement in community-based learning opportunities follow. The Air Force JROTC uses local and central Texas training facilities for training and activities. Area colleges and universities are sites for summer leadership training. Students attend annual seminars at Southwest Texas State University (SWTSU). The performance in Carnegie Hall, joining students from SWTSU and other Texas high schools in concert, will premier a work commissioned specifically for this performance from the resident composer at SWTSU. Travel/study tours that include parents as participants are features of most foreign language courses. Students are involved with the Austin Youth Orchestra and the String Project at the University of Texas. The RRISD Performing Arts Center on campus has created an outstanding opportunity to enhance Fine Art in two very different ways. First, performances by touring bands, symphonies, dance groups, and musicals have allowed students, staff, and the community to experience a varied array of performing arts. Second, the center provides facilities for performances by MHS students, for luncheons, receptions, art shows, and community meetings. In one of the first concerts scheduled for the PAC, the Austin Symphony Orchestra performed for area high school students.

The community is often involved in classes and special events. A local judge and MHS parent regularly speaks to EMT classes. Junior Achievement Curriculum is used in Excel, and guest speakers from community agencies share information on juvenile justice and crisis center services. Students participate in area job fairs to learn of summer opportunities and internships. MHS facilities and resources are used weekly for community activities; people play outdoor basketball, use the tennis courts, and take daily walks around the campus. The Austin Striders track club uses the track in its program to train community children to participate in track and field athletics. Summer sports clinics use the gymnasium for basketball, and community sports leagues use the fields for soccer and baseball. Town and Country Optimist Club Youth Sports uses the facilities for tournaments, PeeWee football, and youth basketball. The Majestics and the cheerleaders offer dance and cheerleading clinics for younger girls. Student council sponsors an annual blood drive.

McNeil High School assesses it performance regularly. Measurable student success is a key focus in the approach to assessment. MHS strives to exceed minimum expectations for all students and seeks to demonstrate continuous improvement. Constant review of disaggregated data from standardized tests allows identification of areas to target for strategies to ensure student achievement. High expectation for assessment results aligns closely with the mission of students striving for excellence. In courses students demonstrate mastery of material and concepts on teacher-made tests, reports, research papers, lab practical tests, presentations, PowerPoint presentations, video productions, portfolios (Art, English), performance (Athletics, Fine Arts), and success in the workplace (Co-op). The use of formal and alternative assessments permits learners to demonstrate mastery through diverse products. Having committed to improving access to technology in every classroom, more emphasis is being placed on teacher training to facilitate staff and student utilization of creative approaches to assessment.

School Wide Assessment of Students:

10^th PSAT and PLAN in the fall, TAAS in the spring, English II End-of-Course examination

11^th PSAT, SAT, ACT, AP, and US History End-of-Course examination

12^th SAT, ACT, AP, and TASP

Preparing students for school wide assessment is addressed through the PDAS appraisal instrument. Each teacher is responsible for indicating which TAAS objectives are integrated into the curriculum as part of the teacher self report form. Targeting segments of the population through diagnostic testing (Practice TAAS for all 9th, PSAT for all 10^th), permits the direction of resources to meet/exceed goals for students requiring additional support. MHS has improved each year on TAAS, SAT, ACT, and EOC.

Since the MHS vision includes success for all, TAAS and EOC tests are disaggregated by student sub-populations to identify any disparity in performance among the various student groups: African American, Hispanic, White, and Economically Disadvantaged. Interventions are focused when appropriate. TAAS and EOC data are further disaggregated by objective and item for each student. Teachers use flexible grouping within the classroom to address the areas of student weakness identified by the item analysis. Teachers and administrators use results from the standardized tests to develop plans for curriculum enhancement and to assist individual students. For example, students who do not pass the math portion of TAAS are enrolled in a math course for remediation. Students who enter MHS with poor reading scores from the 8^th grade TAAS take a reading improvement course. The SAT and ACT results assist teachers and counselors in guiding students’ choices for the future. Math and English teachers use individual student data to offer tutorials or TAAS review classes, to develop or modify teaching strategies, and to redesign curriculum. End-of-Course Test results are used by the departments to evaluate curriculum and determine areas for emphasis. Released versions of tests are used to prepare students for success by familiarizing them with the test format and reviewing content and/or skills.

TAAS, SAT, ACT, PSAT, AP and End of Course Exam results are communicated to students and parents on score reports. For full test explanation a letter is attached to each student’s test results. MHS counselors and staff identify at-risk students and notify parents regarding school services and programs available to students to provide greater opportunities for success. The community is notified of results through various venues: reports to the SBC, at school board meetings, district newsletters, newspapers, radio, and an annual brochure.

Ongoing progress in each class is reported to students and parents via 3 week progress reports sent to students who are failing or in danger of failing, and on 6 week report cards. Open teacher/parent communication is ongoing and continuous with the utilization of e-mail and voice mail for every teacher. Parents are encouraged to contact teachers, and teachers initiate calls to report problems or mail notes of praise.

Norm-referenced testing administered at MHS over the past five years includes Texas Assessment of Academic Skills (TAAS), Scholastic Aptitude Test (SAT), and American College Testing (ACT). Success on TAAS scores is due to continuous improvement strategies designed to meet the needs of our growing campus. Stringent testing strategies such as limiting extracurricular activities and academic responsibilities during testing week ensure student success. MHS has seen a significant improvement in TAAS scores over the past five years. SAT and ACT scores remain consistent, even with an increase in percent of students testing. SAT Prep is offered as a campus elective, and the district offers SAT prep courses after school to ensure success.

See Tables H4. ACT (p.39) and SAT (p.40) both show annual increases in the numbers and percent of students taking the tests with scores increasing or remaining steady. Considering that a larger percentage of students are taking the test, steady scores indicate success in preparing more students for higher education. TAAS (p.41) shows continuous improvement. All students take TAAS and are required to pass all three sections to graduate. Students absent on testing dates continue to test until they pass, so are not truly excluded as the report might indicate. The tests are generated by the state for every student, so a student absent on the day of testing shows up as excluded on the score report.

End-of -Course exams are given in Biology, Algebra I, English II, and US History. Results are not available for 5 years for English II and US History because the tests were introduced in 1998-99. The first year of testing is a pilot year, the second is the benchmark year, and scores become official data the third year of testing.

See Tables H5. Biology (p.42), Algebra I (p.43), English II (p.44), US History (p.45). All students enrolled in the course take the test in May. No scores are excluded, but due to ARD committee decisions, a few Resource Special Education students take a district-provided alternative assessment. The percentages taking the test reflect the students in attendance on the day of the test. No makeup tests are given. Scores show consistent improvement in most areas and are significantly higher than the state average. The drop in Biology in 1999 reflects the inclusion of all special education scores for the first time. The MHS average is consistent with the drop in district and state averages. Algebra I showed a dramatic gain in 1999 due to intervention strategies. The number is still lower than desired, partly due to advanced math students taking Algebra I and being tested in middle school. The English II average is above the district average. US History had the highest scores in RRISD.

A variety of assessment methods are used. A balance of traditional paper and pencil tests, journals, portfolios, laboratory reports and practical tests, oral presentations, investigative research, interdisciplinary and cooperative activities are practiced utilizing technology and scoring rubrics (C5). These alternative assessments are weighted equally with teacher-made tests in most core subjects. Emphasis is placed at the higher level of Bloom’s taxonomy. Critical thinking and problem solving is essential to attaining a high level of academic excellence. Individual teachers evaluate these assessment products to determine six weeks averages. In certain courses alternative assessment has a major role. For example, in Fine Arts, participation in performances, shows, or competitions may be required for course evaluation. In Career/Technology courses, raising and showing an animal at the Travis County Livestock Show, successfully continuing employment, completing required hospital rotations, or presenting architectural drafting plans may be required for evaluation.

Daily student attendance rates have been gradually increasing. Student attendance improved yearly due to teachers’ dynamic interactions with students, administrative interventions, and exemption policies rewarding good attendance. While promising, this rate of attendance is still unacceptable to the school and continues to be an area of concern for improvement. Numerous initiatives are underway to raise attendance rates including: determining through parent contact if absence is legitimate, continuing to use the automated calling system, quicker intervention by the truancy officer for students at-risk due to absence, more rapid filing on truancy cases, and limiting absences for exam exemptions. Sometimes teachers become informal mentors to students needing support to stay actively engaged in school.

The teacher turnover rate has been increasing but is largely due to the leadership skill and professionalism of the faculty. A cadre of McNeil teachers began a mid-management certification process several years ago. The success rate in this process has resulted in many career moves to administration jobs. Many have made upward moves to other educational settings including the Texas Region XIII Service Center. Several are now working in related fields for educational publishers and as consultants for the College Board. This year a number of faculty members were recruited to assume positions of leadership at the new high school opening Fall 1999, and for the first time ever, the district offered a Voluntary Incentive Package with generous benefits for those able to take early retirement. The combination of these effects has had a dramatic impact on turnover rate. MHS considers it our privilege to continue to be a training ground for leadership.

Student dropout rate remains low due to identifying at-risk populations by counselors and staff and offering time and resources to assist students to meet their goals.

• Greater Austin Quality Award, 1998—Malcolm Baldridge-based continuous quality improvement model evaluated MHS as demonstrating that continuous quality improvement is planned, implemented, monitored, and managed.
• Texas High School Mentor Schools Recognition, 1992-present—This award was received the first year of operation, one of 33 in the state, and is given for innovative and successful approaches to educational design. MHS provides staff development to other schools around the state.
• Recognized Accountability Rating by Texas Education Agency, 1998-99—to qualify for this designation at least 80% of all students in each sub-population must pass the exit level TAAS.
• Engineering and Technology ACE Community Relations Award, Spring 1999—first year of operation for one of our newest programs
• HOPE & BITS State and Local Awards (several 1994-present), AFJROTC National Recognized Honor Unit 1998—indicative of the quality of student organizations
• Special Olympics, 31 medals (15-1^st, 9-2^nd, 7-3^rd, ),1999—representative of our outstanding athletes in all areas of Athletics
• 19 National Merit Scholars (95-99)
• National Football Foundation Scholar Athlete – 1996, 1999—students are quality individuals
• 131 Advanced Placement Scholars (95-99)—recognition of quality AP programs
• State and Community Level Outstanding Teaching Awards, UIL Sponsor of the Year (District & State) 1999, English 1998, Science, 1995, 1996, Rotary Club 1998, 1999, Wal-Mart 1998, 1999—partially recognizes the outstanding individuals who serve students every day

Statistics classes collaborated with the Gallup Organization and used their polling facilities to contact every 1999 graduate or a family member. Of the 451 graduates, they were unable to reach 37, due to incorrect information received from the graduates in May. It is interesting to note the difference in what graduates planned to be doing and what they were doing, because it underscores the need to continue preparing graduates with school-to-work programs and college preparation in order to provide them multiple options upon graduation.

Grade 11 & 12 Test American College Testing (ACT)

Edition/publication year Yearly Publisher Educational Testing Services

What groups were excluded from testing, why, and how were they assessed? No groups were excluded.

Scores are reported here as (check one): Scaled scores ____X______ NCEs ____________

Grade 11 & 12 Test Scholastic Aptitude Test (SAT)

Edition/publication year Yearly Publisher Educational Testing Services

What groups were excluded from testing, why, and how were they assessed? No groups were excluded.

Scores are reported here as (check one): Scaled scores _____X_____ NCEs ____________

* Not available from Educational Testing Services.

Grade 10 Test Texas Assessment of Academic Skills (TAAS)

Edition/publication year Yearly Publisher Texas Education Agency

What groups were excluded from testing, why, and how were they assessed? 1) Students absent

Scores are reported here as: Percent passing

Grade 9 Test End of Course Exam – Biology

Edition/publication year Yearly Publisher Texas Education Agency

What groups were excluded from testing, why, and how were they assessed? Resource special

Number excluded 26 (1999)

Grade 9 Test End of Course Exam – Algebra I

Edition/publication year Yearly Publisher Texas Education Agency

What groups were excluded from testing, why, and how were they assessed? Resource special

Number excluded 12 (1999)

* No tests were administered.

Grade 10 Test End of Course Exam – English II

Edition/publication year Yearly Publisher Texas Education Agency

What groups were excluded from testing, why, and how were they assessed? Resource special

Number excluded 30

* No tests were administered in these years.

Grade 11 Test End of Course Exam – U.S. History

Edition/publication year Yearly Publisher Texas Education Agency

What groups were excluded from testing, why, and how were they assessed? Resource special

Number excluded 15

* No tests were administered in these years.